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The paper presents a case in point to illustrate the use of subject-related artistic manifestations as an effective pedagogical strategy to stimulate critical reading in non-native students of English literature. Focusing on literary representations of visual art and confronting students with different types of thematically related texts, a particular step by step procedure is suggested which enables students to appropriate a poem without the usual over-deference toward L2 in EFL learners. In the process, students are able to gradually assert their own reading of a poem with a new awareness of its textual, contextual and cross-textual connotations while gaining new insights into the nature of artistic discourse in general.
